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Authors
Abstract(s)
O presente Relatório de Estágio, inserido na Unidade Curricular de Prática Educativa Supervisionada (PES), integrada no plano de estudos do 2.º ano de Mestrado em Educação Pré-Escolar e Ensino do 1.º Ciclo do Ensino Básico na Escola Superior de Educação do Porto, retrata o percurso e aprendizagens vivenciadas em ambos os contextos, com vista à obtenção do grau de Mestre, de acordo com o DL n.º 79/2014, de 14 de maio.
Este documento permite a profissionalização para um duplo perfil docente, reconhecida pelo DL n.º 240/2001, de 30 de agosto, conferindo a capacidade do profissional de assegurar a continuidade educativa, mantendo um perfil reflexivo ao longo do processo de construção da sua identidade profissional. Com base nos pressupostos legais e teóricos articulados com a prática, destacar-se-ão o desenho das atividades aplicadas e o trabalho colaborativo desenvolvido na PES, tendo como ponto de partida a criança e as suas necessidades, interesses e motivações.
Com o objetivo de formar um profissional inovador, indagador e reflexivo, considera-se ainda a metodologia de Investigação-Ação que recai sobre um processo cíclico de observação, planificação, ação, reflexão e avaliação, no qual o docente constrói a sua identidade profissional objetivando práticas educativas que atendam de forma holística a todas as crianças. Sob esta metodologia e, ainda, sob um paradigma socioconstrutivista, desenharam-se práticas inclusivas, inovadoras e promotoras de aprendizagens contextualizadas e significativas em par pedagógico, em tríade com a educadora e a professora cooperante, com as supervisoras institucionais e com a comunidade educativa e a família.
This Internship Report is a component of the Curricular Unit: Supervised Educational Practice (SEP), which is integrated into the curriculum of the 2nd year of the Master's Degree in Pre-School Education and Primary Teaching at the School of Education of Porto, and portrays the journey and experiences in both contexts, while aiming to obtain the Master's degree, in accordance with DL no. 79/2014, of may 14th. This document facilitates the dual teaching profile, which is recognized by DL no. 240/2001, of august 30th, granting the training of professionals capable of ensuring educational continuity while maintaining a reflective profile throughout the process of constructing their professional identity. Building upon the legal and theoretical foundations, integrated with the practice, the design of interconnected practices and the collaborative work developed throughout the Supervised Educational Practice (SEP) will be highlighted, having the child and their needs, interests, and motivations as the starting point. Having set the goal of a developing teacher as an innovative, inquiring, and reflective professional, the Action Research methodology is also considered, which involves a cyclical process of observation, planning, action, reflection, and evaluation in which the teacher constructs their professional identity with the purpose of creating educational practices that cater to each child in a holistic way. Under this methodology, and still within a socio-constructivist paradigm, inclusive, innovative, and promote practices of meaningful learning were designed in pedagogical pairs, triad with the educator and the cooperating teacher, institutional supervisors, and the educational community and the family.
This Internship Report is a component of the Curricular Unit: Supervised Educational Practice (SEP), which is integrated into the curriculum of the 2nd year of the Master's Degree in Pre-School Education and Primary Teaching at the School of Education of Porto, and portrays the journey and experiences in both contexts, while aiming to obtain the Master's degree, in accordance with DL no. 79/2014, of may 14th. This document facilitates the dual teaching profile, which is recognized by DL no. 240/2001, of august 30th, granting the training of professionals capable of ensuring educational continuity while maintaining a reflective profile throughout the process of constructing their professional identity. Building upon the legal and theoretical foundations, integrated with the practice, the design of interconnected practices and the collaborative work developed throughout the Supervised Educational Practice (SEP) will be highlighted, having the child and their needs, interests, and motivations as the starting point. Having set the goal of a developing teacher as an innovative, inquiring, and reflective professional, the Action Research methodology is also considered, which involves a cyclical process of observation, planning, action, reflection, and evaluation in which the teacher constructs their professional identity with the purpose of creating educational practices that cater to each child in a holistic way. Under this methodology, and still within a socio-constructivist paradigm, inclusive, innovative, and promote practices of meaningful learning were designed in pedagogical pairs, triad with the educator and the cooperating teacher, institutional supervisors, and the educational community and the family.
Description
Keywords
Criança Metodologia de investigação-ação Identidade profissional Reflexão The child Action research methodology Professional identity Reflection
Citation
Publisher
Instituto Politécnico do Porto. Escola Superior de Educação